Activities of Thinking in Social Spaces

Tania Zittoun and Antonio Iannaccone (Editors)
Institute of Psychology and Education, Faculty of Arts and Social Sciences, University of Neuchâtel, Switzerland

Series: Education in a Competitive and Globalizing World
BISAC: PSY031000




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This book explores the vibrant progress of research in the social development of thinking and learning. The notion of “the thinking space” has been proposed by Anne-Nelly Perret-Clermont (2004) to designate the social and situated nature of thinking. This edited book gathers leading scholars in social and cultural approaches to learning and thinking who share such initial assumption, and have explored its implications in the fields of elementary and higher education, in science and literature, with a wide diversity of population, and also out of the classroom, in the psychologists’ office or in adult’s mutual teaching. This book offers a unique overview of a largely European tradition of scholarship – retracing its roots in the post-piagetian and vygotskian heritage, it explores the many facets of this tradition and opens new horizons for future research. Doing so, it highlights the heuristic power of an approach that considers learning and thinking as an active, shared and situated endeavor. (Imprint: Nova)

Part I: Preface

Jerome Bruner

Chapter 1 - Overview: The Social Spaces of the Activity of Thinking (pp. 1-12)
Antonio Iannaccone and Tania Zittoun (University of Neuchâtel, Switzerland)

Part II: The Microgenesis of Knowledge and Thinking

Chapter 2 - Social Interaction and Cognitive Development: Three Generations of Post-Piagetian Research (pp. 15-30)
Charis Psaltis (University of Cyprus, Greece)

Chapter 3 - Using Tests to Assess Cognitive Competence: A Situated Practice (pp. 31-42)
Michèle Grossen (University of Lausanne, Switzerland)

Chapter 4 - Piaget, Vygotskij and the European Approach in Social Psychology of Education: A Space for Virtuous Dialogue? (pp. 43-62)
Felice Carugati and Patrizia Selleri (University of Bologne, Italy)

Part III: Within and Between Frames for Thinking

Chapter 5 - Frames, Framing and Thinking Space: A Sociocultural Exploration within an Educational Project (pp. 65-82)
Nathalie Muller Mirza (University of Lausanne, Switzerland)

Chapter 6 - Social Interactions in Families and Schools as Contexts for the Development of Spaces of Thinking (pp. 83-98)
Clotilde Pontecorvo and Francesco Arcidiacono (University La Sapienza, Rome, Italy and others)

Chapter 7 - Reasoning about Evolution: Metaphors in Teacher Students‘ Rendering of Darwinian Ideas (pp. 99-120)
Niklas Pramling and Roger Säljö (University of Gothenburg, Sweden)

Chapter 8 - Variations on the Enigma of Sameness (pp. 121-128)
John B. Rijsman (University of Tilburg, Netherlands)

Part IV: The Historicity of Knowing and Thinking

Chapter 9 - Authoritative or Authoritarian Voices in Traditional Dyadic Learning in Jewish Institutions (pp. 131-148)
Baruch Schwarz (University of Jerusalem, Israel)

Chapter 10 - The Argumentative Commitment of Learner and Teacher in Dante‘s Vision (pp. 149-166)
Eddo Rigotti (University of Italian Switzerland, Switzerland)

Chapter 11 - Inter- and Intra-Empowerment Mechanisms: Contributions to Mathematical Thinking and Achievement (pp. 166-186)
Margarida César (University of Lisbon, Portugal)

Chapter 12 - Talking to Learn…and Learn…and Learn: A Conversation (pp. 187-202)
Lauren Resnick (University of Pittsburgh, PA, USA)

Part V: Frames of Frames in Learning-Teaching

Chapter 13 - Becoming Aware Persons, Thanks to School (As Well) (pp. 205-218)
Maria Luisa Schubauer-Leoni (University of Geneva, Switzerland)

Chapter 14 - Selection and Marginalization in Education as a Political Process (pp. 219-242)
Heinz Gilomen (University of Neuchâtel, Switzerland)

Part VI: Epilogue

Chapter 15 - An Evening in Italy: A Sociocultural Dialogue with Anne-Nelly Perret-Clermont and Gerard Duveen on a Scientific Trajectory (pp. 245-272)
Tania Zittoun (University of Neuchâtel, Switzerland)

Chapter 16 - Spaces of Freedom – Thinking the Future (pp. 273-282)
Tania Zittoun and Antonio Iannaccone (University of Neuchâtel, Switzerland)


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